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23 PnWItEY ^T^EET. 




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LIBRARY OF CONGRESS. 



UNITED STATES OF AMERICA. 



WORDS AIII IVMBmS. 



LESSON-BOOK 



FOR 



PRIMARY SCHOOLS. 



BY 



HENRY E. SAWYER, A.M., 

ASSOCIATE PRINCIPAL, STATE NORMAL SCHOOL, 
NEW BRITAIN, CONN. 

**The Beginning is Half t/te Whole." 

BOSTO^^;:^^ V/a: - 
THOMPSON, BROWN, & COMPANY. 

1880. 



9r 







.^"^ 



coptkight, 1879, 
By henry E. sawyer. 



ElectrotyPed and Printed 

By Rand, Avery, &= Company, 

117 Franklin Street, 

Boston. 



PEEFACE. 



This manual was originally prepared for the primary 
schools at one time under the author's supervision, and 
was used in them for two or three 3'ears in manuscript. 
At the request of teachers who have used it, and of 
school-officers who have examined it and seen something 
of the method and the results of its use, it is pubUshed. 

It is designed for the second 3'ear in the primary school, 
that is, for children who have read a Primer or First 
Reader ; and, with the exception of a Reader, is the only 
book they will need in school that 3'ear. On each page 
the work for one week is prescribed. This consists of: — 

1. A motto or sentiment to be learned and recited. 
This also serves as the copy for writing-lessons through 
the week. 

2. Four short spelling-lessons. These are not always 
of short words, but always of words with which the chil- 
dren are familiar, or which they have occasion to use. 

3. Tables in addition, subtraction, multiplication, or 
division. 

4. A large number of carefully graded examples for 
slate-work in the fundamental operations of arithmetic. 

3 



4 PREFACE. 

5. Four topics for oral lessons on behavior, morals, 
hj'giene, plants, animals, points of the compass, place, 
geography, measures, or natural phenomena. 

A few pages of hints, suggestions, and models for oral 
lessons, have been added for the benefit of those teachers 
who have had but httle experience, and little or no special 
preparation for their work. If any such, upon whom so 
often the tremendous responsibility of training little chil- 
dren is laid, shall be helped by this book to a better 
apprehension and performance of their important duties, 
the object for which it was prepared will be attained. 

Connecticut Normal School, 
1879. 



DIRECTIONS TO TEACHERS. 

1. At the beginning of each week explain and illustrate the 
motto and see that the pupils commit it to memory. Require 
them, singly or in concert, to repeat it every day. It will be 
well to relate each day some anecdote or incident illustrating 
the application of the motto to daily life. As you advance 
require the mottoes of previous weeks to be recited as reviews. 

2. The pupils are to copy the motto on slates each day, from 
three to ten times, according to circumstances. From the very 
outset script forms are to be used, and the forms given in the 
book must be carefully copied. Before requiring pupils to 
write a word or a letter show them just how to do it, that 
is, where to begin, and in what direction to make each mark. 
Pursue the same course with regard to figures, punctuation- 
marks, and drawing. 

See that the pupils hold their pencils properly, and that 
their bodies, heads, arms, and slates are in correct position. 
This is very important, as the habits formed now will influence 
the whole life. 

The pencils should be sharp, and the slates ruled with fine 
permanent lines drawn with a sharp steel point. One side of 
the slate should be covered with such lines drawn in pairs, five 
millimeters (three-sixteenths of an inch) apart. The distance 
between one pair and the next should be two centimeters 
(three-fourths of an inch). 

3. Each column of five words is the spelling-lesson for one 
day. Do not assign more than this for an advance lesson. 

5 



6 DIRECTIONS TO TEACHERS. 

The last lesson of each week is to be a review of the four pre- 
ceding lessons. Try to secure the thorough learning of each 
lesson, and to make it permanent by frequent reviews, extend- 
ing as far back as practicable. Advance slowly and thorough- 
ly; review constantly and abundantly. Have some written 
spelling every day, even if not more than one or two words at 
first. 

4. If the tables to be learned do not furnish work enough of 
this kind for the week fill up the time with reviews of those 
previously learned, varying the manner of recitation to keep 
up the interest. It is only by much repetition that such things 
are fastened in the minds of most children. 

5. Do not give rules for the slate-work, but show the chil- 
dren how to do it, and then let them learn by practice. If 
necessary give additional examples, but do not make them 
more difficult than those in the book. 

6. Do not neglect the oral lessons. These, more than any 
other part of the work, will tax your resources and ingenuity. 
The suggestions and models in the last part of the book will 
be of service in indicating methods of procedure and sources 
of information. 

The lessons are arranged on the supposition that the book 
will be begun by classes about the first of September. If it 
should be taken up first at the beginning of a spring or winter 
term some of the lessons on plants, holidays, and phenomena 
of the seasons would properly be given out of the order in 
which they are placed, so as to bring them at the appropriate 
time in the year. 



FIRST WEEK. 



I will try. 



-^^ 



T 



2. 



3. 



4. 



4 

four 
five 
six 
seven 



6 



The school : order, punctuality, positions, movements. 

Review the development of numbers to three. 

This book : parts, care, how to use. 

Development of numbers to four. 

Behavior towards teachers in school, out of school. 

Development of numbers to five. 

Orderly arrangement of books, playthings, and other 

articles. 
Development of numbers to six. 
Review of such of the lessons as most need it. 

7 



1 


2 


3 


school 


book 


table 


teacher 


slate 


schola: 


scholar 


desk 


desks 


one 


chair 


three 


two 


ruler 


study 




COPY 


AND READ 


1 


2 3 


4 5 




OKAI, 


LESSONS. 



WOBDS AND NUMBERS, 



SECOND WEEK. 



I will do my best. 



-^.^^ 



-7^^^^ 



12 3 

pencil eight spell 

pointer nine ten 

crayon learn eleven 
order recite 



4 

lesson 

platform 

blackboard 



reading eraser 
number read sx^elling twelve 



6 



COPY AND READ 

7 8 9 10 



11 12 



OKAIi LESSONS. 

1. Truthfulness : what it is, and its importance. 
Development of numbers to seven. 

2. Care of books, slates, and furniture. 
Development of numbers to eight. 

3. How to tell time by the clock. 
Development of numbers to nine. 

4. Behavior on the street. 
Development of numbers to ten. 

5. Review. 



WORDS AND NUMBERS. 



THIRD ^WEEK. 



Do as you would be done by. 



^^^^ t^:^ ^€^^^ ^Z^l^-M.^i^ ^-e- 


t/t^^^^-e- ^y. 


1 




2 




3 




4 


write 




plant 




bud 




tree 


writing 


root 




flower 




bush 


pen 




stem 




seed 




herb 


paper 




branch 


bark 




shrub 


"knife 




twig 

TABLES 


TO 1 


wood 

3E LEARNED 




grass 


1 and 





are 1 




1 from 


1 


leaves 


1 and 


1 


are 2 




1 from 


2 


leaves 1 


1 and 


2 


are 3 




1 from 


3 


leaves 2 


1 and 


3 


are 4 




1 from 


4 


leaves 3 


1 and 


4 


are 5 




1 from 


5 


leaves 4 




EXAMPLES 


FOR 


SLATE WORK. 




1 


2 


3 4 


5 


1 


2 


3 4 5 


Add 2 


1 


1 


3 


From 1 


5 


4 3 2 


and 1 


4 


1 1 


1 


take 1 


1 


1 1 1 



ORAL LESSONS. 

1. Treatment of schoolmates ; the Golden Rule. 

2. Plants : parts named and distinguished. 

3. Plants distinguished as herbs, shrubs, or trees. 

4. Cardinal points, how found ; sunrise and sunset. 

5. Review. 



10 



WOBDS AND NUMBERS. 



FOURTH WEEK. 



Obey your parents. 



M^^ 


ti^^ ^t^V 


^^ ^t^i^-e-^ 


^^^. 


1 


2 


3 


4 


father 


leaf 


point 


snnrise 


mother 


petiole 


east 


morning 


jparent 


base 


west 


snnset 


parents 


blade 


north 


evening 


obey 


apex 


south 


night 




TABLES. 




and 


are 1 


1 less 


1 is 


1 and 


are 2 


2 less 


1 is 1 


2 and 


are 3 


3 less 


1 is 2 


3 and 


are 4 


4 less 


1 is 3 


4 and 


are 5 


5 less 


1 is 4 



12 3 4 5 

Add 3 14 12 
and 12 13 1 



SLATE WORK. 

12 3 4 5 

From 3 4 15 2 

take 2 3 14 1 



ORAL LESSONS. 



1. Meaning and methods of honoring parents. 

2. Leaves : parts and common forms. 

3. Leaves : veins, and their different arrangements. 

4. Semi-cardinal points. 



WOBDS AND NUMBERS. 



11 



FIFTH WEEK. 



A 


place for 


every thing. 




©//. 


-^^^ ^^^ 


-e-^^i^T^ 


-l^-t^^yi^. 




1 


2 


3 




4 




right 


stalk 


toothed 




seeds 




left 


leaves 


notched 


pnlp 




before 


margin 


apple 




blossom 


behind 


entire 


skin 




green 




around 


wavy 


core 




ripe 






TABLES. 








2 and 


are 2 


2 from 


2 


leaves 





2 and 1 


are 3 


2 from 


3 


leaves 


1 


2 and 2 


are 4 


2 from 


4 


leaves 


2 


2 and 3 


are 5 


2 from 


5 


leaves 


3 


2 and 4 


are 6 


2 from 


6 


leaves 


4 



SLATE WORK. 

1 2 2 4. 5 12 3 4 5 

Add 3 4 2 12 From 2 4 3 6 6 

and 2 2 3 2 4 take 2 2 2 2 2 



ORAL LESSONS. 

1. Advantages of system and order. 

2. Leaves : varieties of margin. 

3. The apple : parts, uses; should not be eaten green. 

4. Relative positions, as right, left, above, under, etc. 



12 



WORDS AND NUMBERS. 



SIXTH WEEK. 



Every thing in its place. 



(Q^^'i^ 


"t^h^^^^yiy^ 


-^^^ ^ 


'^a- ^^oe^. 


1 




2 


3 




4 


fruit 




cherries 


above 


sing 


stone 




plum 


below 


scale 


peach 




red 


beside 


staff 


peaches 


blue 


under 


note 


cherry 




yellow 


between 


bar 






TABLES. 






and 


2 


are 2 


2 


less 2 


is 


1 and 


2 


are 3 


3 


less 2 


is 1 


2 and 


2 


are 4 


4 


less 2 


is 2 


3 and 


2 


are 5 


5 


less 2 


is 3 


4 and 


2 


are 6 
SLATE 


6 

WORK. 


less 2 


is 4 


1 


2 


3 4 5 




12 3 


4 5 


Add 3 


4 


1 2 2 


From 


6 5 6 


5 4 


and 1 


2 


5 3 2 


take 


4 2 2 


3 2 



ORAL LESSONS. 

1. Illustrate and enforce the motto. 

2. Structure of stone-fruits. 

3. Apple and peach : how like, and how unlike. 

4. Personal cleanliness : why desirable ; ' how secured. 



WORDS AND NUMBEBS. 



13 



SEVENTH WEEK. 



Thou shalt not steal. 



1 
steal 




2 

nut 


3 

walnut 




4 

tooth 


rob 




shell 


chestnut 


teeth 


hurt 




meat 


acorn 




bite 


injure 




burr 


filbert 




chew 


destroy 


shuck 


almond 


speak 






TABLES. 






3 and 
3 and 
3 and 
3 and 
3 and 



1 
2 
3 
4 


are 3 
are 4 
are» 5 
are 6 
are 7 

SLATE 


3 from 
3 from 
3 from 
3 from 
3 from 

WORK. 


3 

4 
5 
6 

7 


leaves 
leaves 1 
leaves 2 
leaves 3 
leaves 4 


1 
Add 3 
and 2 


2 

4 
3 


3 4 5 

3 3 2 
3 4 3 


1 

From 6 

take 3 


2 

5 
2 


3 4 5 

7 5 7 
3 3 4 






ORAL LESSONS. 







1. Right of property : how it may be violated. 

2. Nuts : names and uses of different parts. 

3. Nuts and stone-fruits compared. 

4. The teeth : number, growth, loss, care. 



14 



WORDS AND NUMBEB8. 



EIGHTH WEEK. 



Health is better than wealth. 



health 
^\realth 
riches 
good 



^ -^^-^/^-^ 



T.-tZ'^yz^ 'Z^^t^ 



2 

corn 
^v\^heat 
rye 
oats 



3 

potato 
turnip 
beans 
squash 



4 

bell 
brush 
tumbler 
map 



better barley pumx3kin ]3i^"t^^^*^ 



and 



TABLES. 






and 


3 


are 


3 


3 


less 


3 


is 





1 


and 


3 


are 


4 


4 


less 


3 


is 


1 


2 


and 


3 


are 


5 


5 


•less 


3 


is 


2 


3 


and 


3 


are 


6 


6 


less 


3 


is 


3 



are 



less 



IS 



SLATE WORK. 

12 3 4 6 12 3 4 6 

Add 4 2 5 2 3 From 7 5 4 7 6 

and 3 2 13 4 take 4 3 2 3 3 



ORAL LESSONS. 

1. Explain and illustrate the motto. 

2. Plants furnishing food. 

3. Importance of regularity and deliberation in eating. 

4. Study of some object with reference to form, parts, 

material, and obvious qualities. 



WOBDS AND NUMBERS. 



15 



NINTH ^WEEK. 



Speak, act, think the truth. 



1 
lie 

cheat 
deceive 


2 

grain 
berry 
pod 




3 

grind 
parch 
roast 




4 

subtract 

plus 

minus 


action 


kernel 


add 




equals 


think 


husk 




count 




thirteen 






TABLES 


. 








4 and 
4 and 
4 and 
4 and 
4 and 


are 
1 are 

2 are 

3 are 

4 are 


4 
5 

6 

7 
8 




4 
5 
6 
7 
8 


less 
less 
less 
less 
less 


4 
4 
4 
4 
4 


is 
is 1 
is 2 
is 3 
is 4 




SLATE WORK. 








Add 3 
and 2 


4 3 

4 4 


4 
2 


3 
3 


2 
4 


4 
1 


2 
3 


2 1 
2 4 


From 4 
take 1 


8 6 
4 2 


5 
3 


7 
4 


5 

1 


4 



8 

4 


7 6 
3 4 




ORAL 


LESSONS. 









1. Explain and illustrate the motto : acting lies. 

2. Object-lesson on different kinds of fruits and seeds. 

3. The nails: use, growth, care. 

4. Name and use of +, — , and =. 



16 



WORDS AND NUMBERS. 



TENTH WEEK. 



Blessed are the meek. 



spiteful 

proud 

angry 

wrong 

wicked 



2 3 4 

door floor fourteen 

^\rindo^vNr multiply fifteen 

wall divide cipher 

ceiling product adding 

room quotient sign 



+ 
4- 
+ 
+ 

+ 



TABLES. 

5 5 

6 6 

7 7 

8 8 

9 9 
10 10 



Add 2 
and 1 
and 3 



SLATE WORK. 

345 123453 

4 3 2 5 3 12 13 

123344323 



From 


10 


9 


6 


7 


9 


8 


7 


8 


7 


6 


take 


^ 


4 


5 


3 


5 


4 


5 


3 


4 


J. 



ORAL LESSONS. 

1. Revenge: what it is ; why wrong; better way. 

2. Boundaries of the schoolroom, with map. 

3. Multiplication taught by means of objects. 

4. Division taught by means of objects. 



WORDS AND NUMBERS. 



IT 



ELEVENTH WEEK. 



"T^T^U^d- 



/ 




-^ 



-C-l^^^ 



1 


2 3 




4 


early 


day once 




cliurch. 


IDunctual 
late 


noon t\\^ice 
breakfast times 


pew 
pulpit 


tardy 


dinner sixteen 


altar 


truant 


supper seventeen aisle 




TABLES. 






2 nothing 
2 ones 
2 twos 
2 threes 
2 fours 
2 fives 


s are 
are 2 2 
are 4 4 
are 6 6 
are 8 8 
are 10 10 

SLATE WORK. 


is 
is 
is 
is 
is 
is 


no twos. 
1 two. 

2 twos. 

3 twos. 

4 twos. 

5 twos. 


Multiply 
by 


3 5 14 
2 2 2 2 


2 
2 


5 

2 2 


Add 5 3 
and 4 5 


4 5 From 
4 6 take 


10 
5 


8 9 9 8 

3 5 4 5 



ORAL LESSONS. 

1. Evils of tardiness in business and in school. 

2. Boundaries and map of the school-yard. 

3. How to use public property. 

4. Behavior in church. 



18 



WORDS AND NUMBERS. 



TV7ELFTH WEEK. 



1 2 3 4 

pure uncle points hyphen 

clean aunt marks mterrogation 

sweet coushi comma exclamation 

white nephew period semicolon 

loving niece colon dash 











TABLES. 












6 


4- 





= 


6 




6 


— 


6 = 







6 


+ 


1 


= 


7 




7 


— 


6 = 


1 




6 


+ 


2 


= 


8 




8 


— 


6 = 


2 




6 


+ 


3 


:=: 


9 




9 


— 


6 = 


3 




6 


+ 


4 


= 


10 




10 


— 


6 = 


4 




6 


+ 


5 


= 


11 




11 


— 


6 = 


5 












SLATE 


WORK. 










Add 


6 


4 


5 


2 


1 


3 


2 


3 


4 


1 


and 


2 


5 


3 


4 


6 


5 


2 


4 


4 


6 


and 


2 


J. 


3 


5 


4 


1 


2 


3 


^ 


5 


From 


9 


10 


8 


10 


11 


9 


11 


10 


9 


8 


take 


3 


_Q 


5 


A 


b_ 


4 


JS 


b 


6 


3 



oraij lessons. 

1. Meanness and wickedness of profanity and obscenity. 

2. Map of school-yard and adjoining streets. 

3. Use of . , — , ? . Names of other points. 

4. Name and use of x . 



WOBDS AND NUMBEBS. 



19 



THIRTEENTH WEEK. 



/i.^^y2y^ ^-e^t^i 



12 3 

Annie stove hair 

Henry register black 
Tlionias ventilator broA\^n 
recess Monday singing comb 
"wardrobe Tuesday playing vacation 



4 

gray 

auburn 

December 



TABLES. 

3x0=0 O is no threes. 

3x1=3 3isl three. 

3x2=6 6 is 2 threes. 

3x3=9 9 is 3 threes. 

3 X 4 = 12 12 is 4 threes. 

3 X 5 = 15 15 is 5 threes. 

SLATE WORK. 

Multiply 4532543 133 
by 3254322334 

Add 6 4 5 5 6 From 11 10 11 9 8 

and 5 6 5 6 4 take 5 6 6 4 5 



ORAL LESSONS. 

1. School arrangements and duties. 

2. Origin and meaning of Thanksgiving Day. 

3. The hair : uses, colors, growth, loss, care. 

4. Care of health in play. 



WOBDS AND NUMBERS. 



FOURTEENTH WEEK. 




<^^^?^^ -^^^^^^^-^^^ ^ €^^^. 



1 

idle 
lazy 
busy 
happy 



2 3 

name clock 



Thursday 
Mary face Friday 

Lucy hands Saturday 

John pendulum w^eek 



indolent James Wednesday Sunday 



TABLES. 

7 7 

8 8 

9 9 

10 10 

11 11 

12 12 



SLATE WORK. 

Add 5427624513 
and 3 5 3 14 7 3 17 3 
and 4273 124325 



^'rom 1 1 


9 


11 


10 


9 11 


12 


11 


12 


10 


take 6 


5 


^ 


5_ 


4 2 


^ 


b 


J 


_6 



ORAL LESSONS. 

1. Industry and idleness contrasted. 

2. Capitals at beginning of sentences and of proper names. 

3. How to tell time by the clock. 

4. Boundaries of the town, with map. 



WOBDS AND NU3IBEBS, 



21 



FIFTEENTH WEEK. 



^:^'(^'yiyc^ d^^^yj^ -^yz^t^-t/t^T^^'O^t^T^d', 



1 


2 


3 


4 


little 


snow 


cover 


town 


small 


flake 


protect 


river 


trifle 


crystal 


earth 


city 


trifling 


form 


ground 


state 


minute 


regular 


sleigh 


capital 




TABLES. 




4x0 


= 


4 in 


no time. 


4 X 1 


= 4 


4 in 4 


once. 


4x2 


= 8 


4 in 8 


twice. 


4x3 


= 12 


4 in 12 


3 times. 


4x4 


= 16 


4 in 16 


4 times. 


4x6 


= 20 


4 in 20 


5 times. 




SLATE 


WORK. 




Multiply 4 


5 4 3 


5 4 3 


5 1 


by 4 


3 5 4 


4 3 5 


2 5 4 


Add 7 4 


Q b b From 12 11 ] 


L2 11 12 


and 5 7 


5 7 5 


take 5 4 


7 ^ ^ 



ORAL LESSONS. 

1. Illustrate the importance of little things. 

2. Forms of crystals in snow-flakes. 

3. Uses of snow. 

4. Boundaries, capital, principal rivers of the State. 



WOBDS AND NUMBERS. 



SIXTEENTH WEEK. 



-^^ -^^^-^ 



^^i^^'C', ^^^ 



^ 



^^ 



12 3 4 

peace manger seasons year 

ilocks Christmas spring shadow 

sheep shex3herds summer eighteen 

feast festival autumn nineteen 

angels Betlilehem winter twenty 

TABLES. 



8 


+ 


= 


8 






8 


— 


8 


= 


8 


+ 


1 = 


9 






9 


— 


8 


= 1 


8 


+ 


2 = 


10 






10 


— 


8 


= 2 


8 


-f* 


3 = 


11 






11 


— 


8 


= 3 


8 


+ 


4 = 


12 






12 


— 


8 


= 4 


8 


+ 


5 = 


13 






13 


— 


8 


= 5 








SLATE WORK. 








Add 


4 


5 


3 


5 


6 


2 


3 


4 


4 3 


and 


4 


6 


3 


3 


2 


5 


3 


3 


4 5 


and 


3 


2 


4 


6 


4 


3 


3 


4 


4 3 



From 13 12 13 11 12 11 12 10 12 9 
take 8553784684 



ORAL LESSONS. 

1. The story of Christmas. 

2. Comities in the State. 

3. Length of day ; length of shadow at noon. 

4. Name and use of -^. 



WOBDS AND NUMBERS. 



23 



SEVENTEENTH WEEK. 



/©C 



'2A/-^t^i' ^yiy^ 



■^ -^-^ 



-C^ 



1 2 3 4 

s^vear January county long 

profane February counties division 

curse month city divisor 

cursing months answer dividend 

strike cold result short 











TABLES. 








5 


X 





= 




- 


- 5 


= 


5 


X 


1 


= 5 




5 - 


- 5 


= 1 


5 


X 


2 


= 10 




10 - 


- 5 


= 2 


5 


X 


3 


= 15 




15 - 


- 5 


= 3 


5 


X 


4 


= 20 




20 - 


- 5 


= 4 


5 


X 


5 


= 25 




25 - 


- 5 


= 5 



SLATE WORK. 

Multiply 5354434503 
by 4553534254 



Add 8 7 8 4 3 
and 5 4 3 8 7 


4 
6 


5 
8 


7 
5 


6 
3 


8 



From 13 12 13 11 11 
take 8 4 5 6 4 


10 


12 
_8 


10 

_7 


12 

_7 


9 
9 



only. 



ORAL LESSONS. 

1. Explain and enforce the motto. 

2. New- Year's Day ; days in a year ; the seasons. 

3. Towns in the county, arranged alphabetically. 

4. Teach " long division," using numbers from the tables 



24 



WORDS AND NUMBERS, 



EIGHTEENTH WEEK. 





^W^t^r^^ ^\ 


g^^t^^W 


^^2^^^ 


1 




2^ 


€ 




4 


sled 




eye 


lid 


harness 


coast 




eyes 


lash 


runners 


slide 




pupil 


brow 


shafts 


sliding 




iris 


wink 


seat 


skate 




ball 


shut 


dasher 






TABLES. 






9 + 


: 


= 9 


9 - 


9 


= 


9 + 


1 : 


= 10 


10 - 


9 


= 1 


9 + 


2 : 


= 11 


11 - 


9 


= 2 


9 + 


3 : 


= 12 


12 - 


9 


= 3 


9 + 


4 : 


= 13 


13 - 


9 


= 4 


9 + 


5 : 


= 14 

SLATE 


14 - 

: WORK. 


9 


= 5 


Add 6 


3 


6 4 


2 7 1 


3 


5 8 


and 3 


7 


1 2 


8 2 5 


7 


4 2 


and 4 


1 


6 7 


3 2 4 


4 


5 4 


From 14 


12 


13 14 


11 14 13 


10 


12 14 


take 9 


^ 


4 5 


3 4 8 


^ 


8 10 



3)12( 



5)15( 



3)9( 



4)20( 



ORAL LESSONS. 

1. Explain and enforce the motto. 

2. The eyes : parts, use, care. 

3. How to walk : not heavily ; not on the toes. 

4. Snow-huts of the Esquimaux. 



WOBDS AND NUMBERS. 



25 



NINETEENTH WEEK. 



'^.^^ 


^ ^'^^^ 


€^^^7^ i^^/zy^i). 


1 
wise 






2 

street 




3 

mouth 


4 

hard 


rich 






house 




nose 




soft 


learning 
knowledg 


Ce 


hit 
hreak 




lungs 
throat 


sap 
heart 


wisdom 




frighten 


breathe 


pith 


X X X X X X 

CD CD CD CD CD CD 




1 
2 
3 
4 
6 


= 


TABLES. 



6 
12 
18 
24 
30 


- 
6 - 
12 - 
18 - 
24 - 
30 - 


- 6 

- 6 

- 6 

- 6 

- 6 

- 6 


= 
= 1 
= 2 
= 3 
= 4 
= 5 


Multiply 

by 


6 
1 


5 
6 


SLATE 
6 4 

4 5 


WORK. 

6 3 f 
3 5 ^ 


) 6 
t 5 


4 6 
2 2 


Add 
and 


9 
4 


5 
9 


8 4 
6 9 


7 
5 


6 e 
6 c 


) 3 
5 8 


5 4 
8 7 


From 
take 


14 
_5 


8 
4 


11 10 
^ _1 


13 


9 15 
9 J 


5 7 
\ 


14 6 



OKAL LESSONS. 

1. Why snowballing in the streets is improper. 

2. Why the lips should be closed when out of doors. 

3. How to turn out when meeting people. 

4. Structure of wood : sap, heart, pith, bark. 



26 



WOBDS AND NUMBERS. 



TWENTIETH WEEK. 




t'^yi-'^ ^My^t^-'lt^ t^^ "T^yi^-M^^ 



t^O- 



J. 



1 




2 


3 




4 


liorse 


tattle 


kind 




foot 


cow 




tattling 


kindness 


feet 


dog 




whisiDcr 


cruel 




shoes 


cat 




whispering 


cruelty 




hoots 


kitt( 


311 


miscliief 


truth. 




socks 








TABLES. 






10 


+ 


= 


10 


10 - 


10 


= O 


10 


+ 


1 = 


11 


11 - 


10 


= 1 


10 


+ 


2 = 


12 


12 - 


10 


= 2 


10 


+ 


3 = 


13 


13 - 


10 


= 3 


10 


+ 


4 = 


14 


14 - 


10 


= 4 


10 


+ 


5 = 


15 

SLATE ' 


15 - 

WORK. 


10 


= 5 


Add 




3 5 


4 6 


2 4 6 


5 


7 3 


and 




5 5 


2 4 


5 4 1 


2 


3 3 


and 




4 5 


6 2 


4 4 2 


2 


1 3 



From 15 12 14 11 13 10 13 1 1 14 12 
take 10^j410^^10_110 10 

4)12( 5)20( 4)16( 6)12( 6)30( 



ORAL LESSONS. 

1. Kindness to animals. 

2. Telling tales : what it is ; why wrong. 

3. Lesson on some animal named above. 

4. Danger of sitting with wet feet. 



WOBDS AND NUMBEBS. 



27 



TWENTY-FIRST WEEK. 



-a^^ (Qy-'iy/c^/ 



-^^-^ 



^ -e^ 



1 


2 




3 


4 


place 


line 




rain ]3ai 


•allel 


here 


straight 


hail inclined 


there 


curved 


frost np 




w^here 


broken 


ice down 


yonder direction icy ijerpendicular 








TABLES. 




7 X 


= 





- 


-7 = 


7 X 


1 = 


7 


7 - 


-7=1 


7 X 


2 = 


14 


14 - 


-7 = 2 


7 X 


3 = 


21 


21 - 


-7 = 3 


7 X 


4 = 


28 


28 - 


-7 = 4 


7 X 


5 = 


35 


35 - 


-7 = 5 






SLATE WORK. 




Multiply 


7 5 


6 


4 7 3 6 


5 5 7 6 


by 


1 7 


5 


7 2 7^ 


14 3 2 



Add 9 6 8 5 7 
and 4 5 3 9 4 



From 14 12 15 13 1 1 
take 9 9 10 8 7 



6)24( 7)35( 6)18( 7)28( 7)14 ( 

ORAL LESSONS. 

1. Explain and enforce the motto. 

2. Kinds of lines : straight, curved, broken. 

3. Wood and bark compared. 

4. Eolation of lines : parallel, inclined, perpendicular. 



28 



WOBDS AND NUMBEBS. 



TWENTY-SECOND WEEK. 



/^ ^ 



'Uf -^^^^f^^?^ 



^ ty/z^-e-'O^'r, 



1 2 3 4 

honesty horizontal pme angle 
honest vertical oak opening 

dishonest oblique elm equal 
dishonesty slanting maple corner 
cheating horizon cedar incline 









TABLES. 










+ 


= 


11 11 


— 




= 




+ 1 


= 


12 12 


— \ 




= 1 




+ 2 


= 


13 13 


— 




= 2 




+ 3 


= 


14 14 


— 




= 3 




+ 4 


= 


15 15 







= 4 




+ 5 


^^ 


16 . 16 

SLATE WORK. 


~ ' 




= 5 


Add 


3 


5 


4 2 13 


2 


5 


1 4 


and 


5 


6 


8 15 2 


7 


4 


3 4 


and 


4 


3 


2 9 6 9 


4 


6 


8 7 


From 


13 


16 


12 14 11 15 


16 


10 


12 15 


take 


n 


11 


10 ^ _9 11 


_5 


_7 


^ 4 



ORAIi LESSONS. 

1. Lesson on honesty. 

2. Positions of lines : vertical, horizontal, oblique. 

3. Two or more kinds of wood compared. 

4. Definition of angle, and of right angle. 



WOBDS AND NUMBEES. 



29 



TWENTY-THIRD WEEK. 





3 -^ . 


begin 


acute 


fir 


triangle 


begun 


obtuse 


spruce 


linden 


beginning blnnt 


hemlock larch 


do 


doing 


birch 


beech 


done 


sharp 


hickory 


ash 


8x0 
8 X 1 
8x2 
8x3 
8x4 
8x5 


TABLES. 

= - 
= 8 8 - 

=16 16 - 
= 24 24 - 
= 32 32 - 
= 40 40 - 


-8 = 
- is = 1 

-8 = 2 
-8 = 3 
-8 = 4 
-8 = 5 




SLATE 


WORK. 




Multiply 8 
by 2 


4 6 3 
8 2 8 


7 5 e 

4 8 ^ 


5 7 5 6 
15 5 4 



Add 9 116 5 4 From 16 15 12 10 14 
and 5 4 6 11 10 take 5 11 3 7 8 



6)30( 5)20( 7)21( 4)28( 7)14( 

ORAL LESSONS. * 

1. Importance of beginning right in any work. 

2. Definition of acute angle ; of obtuse angle. 

3. Kinds of wood and their uses. 

4. Definition of triangle ; of equilateral triangle. 



30 



WORDS AND NUMBERS. 



TWENTY-FOURTH WEEK. 



12 3 4 

trees boards joists square 

fuel planks shingles rectangle 

timber beams clapboards scalene 

lumber posts laths unequal 

dyestuff braces furniture lame 



12 + 

12 + 

12 + 

12 + 

12 + 

12 + 



Add 3 5 
and 6 5 
and 6 5 



TABLES. 
: 12 12 

: 13 13 

: 14 14 

: 15 15 

: 16 16 

: 17 17 

SLATE WORK. 

2 4 3 1 
7 8 3 2 
5 4 9 10 



12 
12 
12 
12 
12 
12 



From 16 14 17 15 16 17 13 11 15 12 
take 12^_512j412_l^_312 

7)28 ( 2)14( 3)18( 5)15( 3)21( 

ORAL LESSONS. 

1. Regard for the rights of all persons. 

2. Isosceles and scalene triangles. 

3. Lesson on direction : cardinal and semi-cardinal points. 

4. Quadrilateral, square, and rectangle. 



WOBDS AND NUMBERS. 



31 



TWENTY-FIFTH WEEK. 





i 


^t^-e- -^ 


3 


// 


1 




2 


4 


brave 




thirty 


noise 


loud 


bold 




forty 


harsh 


pleasant 


dare 




fifty 


rough 


gentle 


courag 


'e 


March. 


music 


George 


coward 


April 


smooth 


William 






TABLES. 




9 X 





= 


- 


-9 = 


9 X 


1 


= 9 


9 - 


-9=1 


9 X 


2 


= 18 


18 - 


-9 = 2 


9 X 


3 


= 27 


27 - 


-9 = 3 


9 X 


4 


= 36 


36 - 


-9 = 4 


9 X 


5 


= 45 

SLATE 


45 - 

WORK. 


-9 = 5 


Multipl}" 


4 


9 5 9 


3 9 8 


B 7 6 7 


by 


9 


4 9 5 


7 3 t 


) 4 4 5 


Add 1 1 


4 


5 8 12 


From 15 r 


1 16 14 17 


and 5 


12 


9 3 _5 


take 1 1 1^ 


2 11 10 14 


8)40( 


7)35( 8)32( 5)4 


cO ( 8 ) 32 ( 


9)18( 


6)45( 9)36( 3)2 


7( 9)45( 



ORAL LESSONS. 

1. Meaning of courage, physical and moral. 

2. Parallelogram and rhombus. 

3. Sounds : difference between noise and musical tone. 

4. Trapezoid and trapezium. 



32 



WOBDS AND NUMBERS. 



TWENTY-SIXTH WEEK. 



(^^/^/ 


-^-^^ ^^T^T^'e- (^tz^'i^^d ^PT^^j^-e. 


1 




2 


3 




4 


stitch 


hem 


hnm 




circle 


sew 


needle 


buzz 




ellipse 


mend 


thread 


ring 




rhombus 


patch 


wax 


rattle 




thimble 


darn 


scissors 


jingle 




' cloth 


6 + 
6 + 
6 + 
6 + 
6 + 


6 = 

7 = 

8 = 

9 = 
10 = 


TABLES. 

12 12 

13 13 

14 14 

15 15 

16 16 


— 


cot^oooo 

II II II II II 

CO CO CO CO CO 






SLATE 


WORK. 






Add 
and 
and 


6 5 
3 4 
2 6 


3 4 
5 7 
5 3 


6 2 

4 8 

5 2 


3 

7 
2 


1 5 4 

2 5 4 
8 5 4 



From 


12 


14 


13 


15 


16 


14 


12 


15 


11 


16 


take 


^ 


^ 


1? 


_9 


10 


_6 


_7 


^ 


_5 


^ 


Multiply 


3 


9 


7 


6 


9 


8 


4 


5 


7 


9 


by 


7 


4 


5 


4 


5 


2 


6 


9 


4 


3 



ORAL LESSONS. 

1. Explain and illustrate the motto. 

2. Pentagon and hexagon. 

3. Sounds differing in quality and name. 

4. Circle and ellipse. 



WORDS AND NUMBERS. 



35 



TWENTY-SEVENTH WEEK. 



^ijf4.^^i -^i^ (^>4^'^^^^€''7^ ^ ^ 




1 


z' 


4 


confusion 


quiet spherical 


^^^ 


system 


waste liemispliere oval 


disorder 


cube pyramid 


round 


careful 


spliere figures 


cone 


careless 


globe numbers 


pointed 


10 X 
10 X 1 
10 X 2 
10 X 3 
10 X 4 
10 X 5 


TABLES. 

= - 
= 10 10 - 
= 20 20 - 
=30 30 - 
=40 40 - 
=50 60 - 

SLATE WORK. 


- 10 = 

- 10 = 1 

- 10 = 2 

- 10 = 3 

- 10 = 4 

- 10 = 5 


Multiply 10 
by _3 


8 6 9 7 10 
4 5 4 5^ 


5 6 9 3 
10 3 5 7 


Add 6 10 
and 8 5 


7 6 7 From 9 
3 10 5 take 7 


11 12 7 8 
3 8 5 7 



10)20( 9)36( 8)24( 9) 45 ( 7)28( 



ORAL LESSONS. 

1. Importance of order in movements and behavior. 

2. Cube, sphere, and hemisphere. 

3. Sounds differing in length. 

4. Pyramid and cone. 



34 



WOBDS AND NUMBERS. 



TWENTY-EIGHTH WEEK. 



'-'^U^t^'c/ -^f^^-^ 



1 

labor 

work 

method 

easy 

easier 



cylinder eat 

prism sleep 

lighten run 

easiest May 

play June 



TABLES. 



7 4- 

7 + 

7 4- 

7 + 

7 + 



Add 4 
and 6 
and 4 



7 

8 

9 

10 



13 
14 
15 
16 
17 



13 
14 
15 
16 
17 



SLATE WORK. 

7 6 5 4 
7 3 4 3 
3 6 5 7 



-e^rzy(^ '^^^^'^. 



sx3heroid 

oblate 

prolate 

July 

August 



6 2 
2 6 
8 3 



6 
7 
8 
9 
10 



From 


13 


17 


12 


16 


11 


10 


15 


13 


9 


12 


subtract 


^ 


10 


b_ 


_9 


^ 


_7 


^ 


6 


2 


10 


Multiply 


9 


10 


7 


6 


8 


9 


7 


4 


9 


3 


by 


5 


4 


3 


4 


2 


3 


2 


5 


4 


8 



ORAIi LESSONS. 

1. Meaning of the motto. 

2. Prism and cylinder. 

3. Seeds : varieties and uses. 

4. Spheroid : oblate and prolate. 



WORDS AND NUMBEBS, 



35 



TWENTY-NINTH WEEK. 



1 

just 

fair 

fairly 

justice 

justly 



^ ^^i^d'^t, 



3 

civil 
civility 
rude 
rudeness 




generous 

manly 

noble 

polite 

politeness rudely 



TABLES. 

6 = 12 12 

7 = 14 14 

8 = 16 16 

9 = 18 18 
10 = 20 20 

SLATE WORK. 



4 

bat 

hoop 

marble 

doll 

running 



6 
7 
8 
9 

10 



Multiply 9 
by 5 


7 10 
2 ^ 


8 
3 


6 
4 


5 
3 


7 


9 
4 


8 
2 


3 
9 


Add 23 
and 11 


31 
22 


45 
31 




17 
21 




26 
33 




42 
43 


From 36 
take 21 


74 
62 


28 
16 




49 
26 




53 
21 




67 
64 



OKAIi LESSONS. 

1. Meaning of justice : how to be just in play. 

2. Shape of the earth. 

3. Germination shown in corn, beans, acorns, etc. 

4. Sounds differing in loudness. 



36 



WOBDS AND NUMBERS, 



THIRTIETH WEEK. 




-^-^^ 



/ 



'T^^^ 



^^. 



3 4 

defraud robber sixty sound 
nei2:bbor axis seventy pitch 



public rotate 
private turn 



eighty September 
ninety October 



tliief 



revolve hundred ISToveniber 



8+6 
8+7 
8+8 
8+9 
8 + 10 



TABLES. 

14 14 - 8 = 6 

15 15 - 8 = 7 

16 16 - 8 = 8 

17 17 - 8 = 9 

18 18 - 8 = 10 

SLATE WORK. 



Add 27 
and 31 


42 
23 




74 
25 


86 
12 




34 
44 


51 
27 


32 

67 


From 47 
take 27 


86 
23 




25 

13 


46 
31 




58 
23 


37 
34 


69 
21 


Multiply 6 
by 4 


8 
2 


4 
5 


3 
8 


5 
3 


4 
3 


7 
4 


9 6 
2 5 


3 
9 



ORAL LESSONS. 
Wrong of injuring private or public property. 
Rotation of earth : day and night. 
Circulation of sap in plants. 
Sounds differing in pitch. 



WOBDS AND NUMBEBS, 



37 



THIRTY-FIRST WEEK. 




^ t^ 



e^^ 



^ 



'T^t^^yyi^e', 



12 3 4 

reiDutation w^ash obedient cap 

praise \\^ater reseioctful hat 

blame basin faithful gloves 

commend soap studious mittens 

upright towel truthful umbrella 









TABLES. 






3 


X 


6 


= 18 


18 - 


- 3 = 


6 


3 


X 


7 


= 21 


21 - 


- 3 = 


7 


3 


X 


8 


= 24 


24 - 


- 3 = 


8 


3 


X 


9 


= 27 


27 - 


- 3 = 


9 


3 


X 


10 


= 30 


30 - 


- 3 = 


10 








SLATE WORK. 




Multi] 


ply 


23' 


41 


34 31 43 


32 




by 


3 


_2 


2 3 2 


4 


Add 


245 


451 


618 562 


348 


and 


323 


527 


361 327 


621 


From 


785 


697 


876 654 


795 


take 


342 


481 


634 • 234 


293 



ORAL LESSONS. 

1. How a good name may be honestly gained. 

2. Personal appearance : hands, face, hair. 

3. Sleep and waking of plants. 

4. Orderly arrangement of books, toys, clothing, etc. 



38 



WOBDS AND NUMBEBS. 



THIRTY-SECOND WEEK. 




^ 'T^ 



■^^ ^i^€^^ ^^^-^ 1i/^^ 



'rz^'e4^. 



1 
shall 



2 3 4 

walk rosin sugar 

^tness sail tar sirup 

false travel turpentine molasses 

lying s^m sprout gum 

shalt fly grow rubber 



9 + 
9 + 



+ 
+ 



+ 10 = 



TABLES. 

15 15 

16 16 

17 17 

18 18 

19 19 



6 
7 
8 
9 
10 



SLATE WORK. 

Add 74 27 84 6 16 
and 63 91 53 8 8 



16 26 36 
18 18 28 



From 647 532 796 981 
take 317 521 396 901 


427 
310 


780 
430 


Multiply 42 32 51 42 
by 2 3 3 4 


52 
4 


63 
3 



ORAL LESSONS. 

1. Meaning of bearing false witness. 

2. Systematic distribution of time. 

3. Substances made from sap : sugar, rosin, caoutchouc, etc. 

4. Short division. 



WOBDS AND NUMBEBS. 



39 



THIRTY-THIRD WEEK, 



©£,^^ 


-^^^/W^^^^^ ^^^^ ^^^^ryz^-^. 


1 


2 


3^ 


4 


talk 


high 


rose 


tulip 


talking 


deep 


pink 


crocus 


gossip 


wide 


aster 


lilac 


story 


broad 


violet 


pansy 


stories 


thick 


daisy 


dandelion 




TABLES. 




4x6 


= 24 


24 - 


-4=6 


4x7 


= 28 


28 - 


-4=7 


4x8 


= 32 


32 - 


-4=8 


4x9 


= 36 


36 - 


-4=9 


4 X 10 


= 40 


40 - 


- 4 = 10 




SLATE 


WORK. 




Add 837 


943 


720 


435 632 


and 321 


834 


568 


22 743 


and 530 


61 


941 


880 944 


4)36 7)28 4)24 


9)36 


4)28 8)32 



ORAL LESSONS. 

1. Evils of tattling, gossip, and slander. 

2. How to measure length. 

3. Flowers : forms, colors, uses, habits. 

4. Meaning of generosity : illustrations. 



40 



WOEDS AND NUMBERS. 



THIRTY-FOURTH WEEK. 



1 

wish 

desire 

covet 

make 

earn 



10 + 

10 + 

10 + 

10 + 

10 + 






measure 

length 

breadth 

height 

dexDth 



■.r 



•^^^^ ^o-^e 



/ 



3 

floAvers 

parts 

calyx 

sepals 

corolla 



6 
7 
8 
9 
10 



4 

jDetals 

stamens 

pistil 

ovary 

pollen 



Add 2431 
and 5342 
and 4153 



TABLES. 

16 16 

17 17 

18 18 

19 19 

20 20 

SLATE WORK. 

6475 5042 

804 7208 

7218 970 



10 
10 
10 
10 
10 



6 
7 
8 
9 
19 



7396 
4152 
8291 



Multiply 523 
by 3 



644 
2 



822 
4 



65 
2 



78 
3 



ORAL LESSONS. 

1. Meaning of covet : proper and improper desire. 

2. Measures of capacity. 

3. Flowers : parts studied and named. 

4. How to be polite at home, in school, at play. 



WORDS AND NUMBERS. 



41 



THIRTY-FIFTH WEEK. 



f:^'7^7^'Ci/^ 'fe^ti^'H^d' d^^^yiyH^ d^^-t^ui-. 


1 2 

ship inch 
boat foot 
schooner yard 
barge rod 
steamboat mile 


3 4 

filament pint 
anther quart 
style bushel 
stigma pound 
carx^el ounce 


TABLES. 

5x6 = 30 30 ^5=6 
5x7 = 35 35 ^5=7 
5x8 = 40 40 -5-5=8 
5x9 = 45 45 ^5=9 
5 X 10 = 50 50 -5- 5 = 10 


SLATE WORK. 

Add 6372 7296 5040 4276 1234 
and 5493 341 4516 638 5678 
and 3141 8009 7293 27 9123 


5)455 8)408 7)217 4)248 6)186 



ORAL LESSONS. 

1. Explain and illustrate the motto. 

2. Why we need to measure. 

3. Flowers : varieties of inflorescence. 

4. Benevolence and kindness the basis of true politeness. 



42 



WORDS AND NUMBERS. 



THIRTY-SIXTH WEEK. 



12 3 4 

move movenient ox^posite Samuel 

gently graceful alternate Alice 
promptly meter ^vhorled Ellen 

quietly decimeter Charles Emma 
pronijpt centimeter David Sarah 











TABLES. 






6 


X 6 




36 




36 - 


- 6 


= 6 


6 


X 7 


= 


42 




42 - 


- 6 


= 7 


6 


X 8 


= 


48 




48 - 


- 6 


= 8 


6 


X 9 


= 


54 




54 - 


- 6 


= 9 


6 


X 10 


= 


60 




60 - 


- 6 


= 10 








SLATE 


WORK. 






Add 


243 




321 




510 


423 


143 


and 


312 




232 




342 


234 


431 


and 


521 




411 




135 


313 


314 



3)72( 4)96( 2 54( 5)365( 4)72( 



DEAL LESSONS. 



1. Movements should be gentle, prompt, quiet, graceful. 

2. The meter and its divisions and multiples. 

3. Arrangement of leaves : opposite, alternate, whorled. 

4. Marking on fences and sidewalks. 



WOBDS AND NUMBEBS. 



43 



THIRTY-SEVENTH WEEK. 



3 4 

stem fence 

branches gate 
branclied picket 
simple garden 



1 2 

]3romise liter 

agree milk 

perform oil 

persevere vinegar 



thorough molasses divided orchard 





TABLES. 






7x6 = 
7x7 = 
7x8 = 
7x9 = 
7 X 10 = 


42 

49 
56 
63 
70 


42 - 
49 - 
56 - 
63 - 
70 - 


- 7 = 

- 7 = 

- 7 = 

- 7 = 

- 7 = 


6 

7 

8 

9 

10 




SLATE WORK. 






Add 341 
and 213 
and 524 


462 

321 
205 


234 
162 
351 


532 
326 
461 


643 
526 
350 


Multiply 324 
by 7 


241 
9 


412 237 
8 7 


261 
8 


314 
9 



ORAL LESSONS. 

1. Perseverance : what it is, and its advantages. 

2. How to measure capacity. 

3. Plant-stems: simple, branched. 

4. Throwing stones in streets and public places. 



44 



WORDS AND NUMBERS. 



THIRTY-EIGHTH WEEK. 



^hy'M^'T^ ^tZ^-t^ 



3 4 

climb 



concert disturb erect 

lecture trouble stand climbing 

crowd annoy standing slender 

push outside stiff limber 

laugh without stout pliant 



TABLES. 

6 = 48 48 -^ 8 = 6 

7 = 56 56 -^ 8 = 7 

8 = 64 64 -J- 8 = 8 

9 = 72 72 ^ 8 = 9 
10 = 80 80 ^ 8 = 10 

SLATE WORK. 

Add 5316 2134 3050 4607 1725 

and 2471 3507 5734 2051 3612 

and 3237 4073 7016 6742 5273 



8 X 

8 X 

8 X 

8 X 

8 X 



6)372( 8)336( 7)238( 8)264( 7)378( 



ORAL LESSONS. 

1. Behavior in public places. 

2. The liter and its divisions and multiples. 

3. Plant-stems : erect, prostrate, climbing. 

4. Cleanliness of dress and person. 



WORDS AND NUMBERS, 



45 



THIRTY-NINTH WEEK. 



6 


yj^d^^-o^ ^^^-^ ' 


t^^€'t/. 




1 

sun 


2 3 

above wind 


4 

vine 


moon 


nortli-east twist 


grape 


stars 


north-west t^vine 


liop 


from 
towards 


south-east twining 
south-west tendril 


ivy 
pea 




TABLES. 






9x6 
9x7 
9x8 
9x9 
9 X 10 


= 54 54 
= 63 63 
= 72 72 
= 81 81 
= 90 90 


- 


- 9 

- 9 

- 9 

- 9 

- 9 


= 6 
= 7 
= 8 
= 9 
= 10 




SLATE WORK. 






Add 7143 
and 491 
and 76 


5029 6704 

47 5093 

684 8250 


37 

465 

7408 


27 

391 

6547 


Multiply 519 925 2356 
by 6 8 5 




872 

7 


546 
9 



ORAL LESSONS. 

1. Deference to authority, and respect for age. 

2. Position of the sun at noon : days long, shadows short. 

3. How plants climb : bean, pea, ivy. 

4. Danger of drinking ice-water when heated. 



46 



WORDS AND NUMBEBS, 



FORTIETH WEEK. 




12 3 4 

sinners damp bee term 

entice ^^ret ^\rasp vacation 

tempt chilly bng dismiss 

consent ^vait moth good-by 

danger loiter butterfly farewell 



10 X 

10 X 

10 X 

10 X 

10 X 



6 = 

7 = 

8 = 

9 = 
10 = 



TABLES. 
60 60 

70 70 

80 80 

90 90 

100 100 



10 
10 
10 
10 
10 



6 
7 
8 
9 
10 



Add 25342 
and 36078 
and 8506 



SLATE WORK. 



7843 

72054 

819 



795 

6428 

53247 



69728 

479 

8304 



7)364 



6)252 



8)496 



9)297 



ORAL LESSONS. 



1. Explain and enforce the motto. 

2. Danger of sitting in a cold draught when heated. 

3. How seeds are developed from flowers. 

4. How cowardice leads to wrong-doing. 



SUGGESTIONS AND MODELS, 47 



SUGGESTIONS AND MODELS. 

Teachers in primary schools should be careful 
not to underestimate the importance of their posi- 
tion. Here children have their first experience of 
school-life. The impressions made on them here are 
likely to be lasting. These impressions and experi- 
ences should be so pleasant that pupils will learn to 
love knowledge, and the place and methods of its 
acquisition. To make them so, a teacher needs wis- 
dom, tact, and patience. From thirty to fifty chil- 
dren, gathered from different homes into one room, 
depend on her for care, training, occupation, and 
instruction. She will find use for the highest cul- 
ture, the most careful thought, and enthusiastic 
endeavor. 

The purpose with reference to which all the exer- 
cises should be arranged and shaped is to give the 
children control of themselves and of the means of 
communication and culture, and to lead them to 
acquire useful knowledge. 

Children learn by observing and doing, rather than 
by studying. Heading, writing, drawing, and cipher- 
ing are arts ; and skill in any art is acquired only by 
careful practice under proper guidance. Habits of 
quiet movement, correct position, prompt obedience, 



48 SUGGESTIONS AND MODELS. 

neatness, civility, honesty, and truthfulness, imply 
control of body, attention, and inclination ; and these 
habits are formed not by teaching but by training. 
Training is addressed to the will through the under- 
standing. Before children are required to take a 
position, make a sound, arrange blocks, or perform 
any other exercise, they should be shown by example 
and directed in words just what to do. Then they 
must do it carefully, with appropriate criticism and 
encouragement, and often enough to make its doing 
easy. 

The discipline should be quiet and pleasant in 
manner, tender and motherly in spirit. It should 
draw the children in right ways by an attraction 
which they can neither understand nor resist, rather 
than drive them by force. But, from the first, chil- 
dren should be trained to habits of prompt, exact, 
and cheerful obedience. 

FIRST WEEK. 

Review the Development of Numbers. — It is as- 
sumed that the pupils have studied numbers as far 
as 10 before taking this book, and consequently the 
lessons for the first two weeks are called reviews. In 
giving these lessons, use visible objects for illustra- 
tion. Tangible objects, like pencils, sticks, or ker- 
nels of corn, are better than marks or dots, which are 
perceived only by sight. Next apply the lesson to 
objects not present, but sufficiently familiar to be 
readily conceived by the pupil. Lastly, use the ab- 



SUGGESTIONS AND MODELS. 49' 

stract numbers. Addition, subtraction, multiplica^ 
tion, and division should not be separately studied 
at this stage ; but all the processes and combinations 
possible within the limits of a number should be 
learned before proceeding to the next higher num- 
ber. Those who have not had opportunity to be- 
come familiar with this method of treating numbers 
may gain an idea of it from the following : — 
/ 

MODEL LESSON ON 3. 

1. Using Objects. — How many pencils have I in 
my left hand ? One. How many pencils in my right 
hand ? One. I put that with the other : how many 
in my left hand now? Two. And how many in my 
right hand now ? One. I put that with the other 
two : how many pencils in my left hand now ? How 
many times one pencil in three pencils ? 

I have three pencils in my hand, and take away 
one pencil : how mau}^ pencils remain ? I take away 
one pencil again : how many pencils are left ? Again 
I take away one pencil: how many pencils remain? 
Out of three pencils how many times can I take 
one pencil? One pencil is contained in tliree pen- 
cils how many times? Into how many parts can I 
divide three pencils if I put one pencil in each part? 
One pencil is a third part of three pencils. 

How many pencils in my left hand now? Two. 
And how many pencils in m}^ right hand ? One. 
Put one pencil with two pencils, and how many pen- 
cils are there? From three pencils take away one 



50 SUGGESTIONS AND MODELS. 

pencil : how many remain ? Put two pencils with 
one pencil: how many pencils will there be? From 
three pencils take away two pencils : how many pen- 
cils remain ? How many times can I take two pen- 
cils out of three pencils? How many times are two 
pencils contained in three pencils? and how many 
pencils remain? One pencil is what part of three 
pencils ? Two pencils are what part of three pencils ? 

2. Using Conceptions. — One horse and one horse 
and one horse are how many horses ? Two lamps and 
one lamp are how many lamps? One wagon and 
two wagons are how many wagons ? Mary had three 
plums : she gave one to Sarah and one to Ellen. 
How many plums had she left? John found three 
apples, and gave two to his mother : how many had 
he left ? One dollar is what part of three dollars ? 
Two peaches are what part of three peaches? How 
could I divide three cents among two boys? Three 
times one kitten are how many kittens ? If I had 
three roses, how many times could I give away one 
rose? 

3. Using Abstract Numbers. — 1 and 1 and 1 are 
how many ? 2 and 1 are how many ? 1 and 2 are 
how many ? 1 from 3 leaves how many "^ 2 from 3 
leaves how many? How many ones in 3? 3 ones 
are how many ? What is one-third of 3 ? 1 is what 
part of 3 ? 2 is what part of 3 ? How many twos 
in 3 ? Take 1, add 1, add 1 : how many ? Take 2, 
add 1, take away 2, add 1, add 1 : how many ? From 
8 take 1, take 1, add 2, take away 1, add 1, take 
away 2, add 1, add 1 : how many ? 



SUGGESTIONS AND MODELS. 51 

This Book. — An object-lesson, to be followed by 
directions for preserving the book from defacement 
and injury, and explanations of the way in which it 
is to be used. 

The aim of object-lessons at this stage should be 
to cultivate the perceptive and observing faculties, 
to enlarge the vocabular}^ and to communicate use- 
ful knowledge. Several excellent treatises on object- 
lessons, whose titles may be found in the advertising 
columns of educational journals, are accessible to any 
who may wish to learn the principles in accordance 
with which they should be given, or to find methods 
and models. 

Behavior. — This is best taught by the quiet, con- 
stant force of example. But, in addition to bringing 
this force to bear on their pupils, teachers will take 
advantage of fit occasions furnished by occurrences 
in school to inculcate by hint, suggestion, question, 
anecdote, or argument, some principle of morality or 
rule of politeness. Regular lessons, carefully pre- 
pared beforehand, should also be given. Instruction 
in behavior should be definite and particular. Gen- 
eral exhortations to be polite are of little value. 
Cowdery's " Moral Lessons " and Gow's " Good 
Morals and Gentle Manners" will be found helpful 
in teaching these subjects. 



52 SUGGESTIONS AND MODELS. 

THIRD WEEK. 

Plants. — The words in the spelling-lessons will 
furnish hints of what is to be done. The necessary 
information may be derived from any good text-book 
of botany ; and teachers not familiar with this 
delightful science will find such books as Wood's 
" Object-Lessons in Botany " or Miss Youman's 
" First Lessons in Botany " of much service. 

If practicable, the lessons on plants should be 
given in the open air, and on herbs, shrubs, and 
trees growing in their natural positions. 

Cartiiual Points. — This lesson should be given in 
the open air on or near the 21st of September. 
Choose a clear day, and take the school, if practica- 
ble, to a spot where the horizon, especially towards 
the east and the west, is visible. Call attention to 
the sun, the grandest object visible ; to its apparent 
motion and path through the sky ; the point where it 
first appears in the morning, or rises, called east ; and 
that where it disappears, or sets, called west. Then, 
as you face the sun at noon, your left hand is toward 
the east, and your right hand toward the west. The 
point directly in front of you on the horizon is called 
south ; and that directly behind you, north. 

MODEL. 

Look around you and above you, and tell me what 
is the brightest and most wonderful thing you see. 
What is there wonderful about it? What does it 
give us ? Can you look at it ? Why not ? Why is 



SUGGESTIONS AND MODELS. 53 

it not safe to try to look at the sun ? Point towards 
it. Is it always there? Where was it when you 
first saw it this morning? Where did it seem to 
come from ? What do we say the sun does when it 
seems to come up from behind the earth ? Point to 
where the sun rises. What do we call the point 
where the sun rises ? What, then, is the east ? Point 
to where the sun seems to go down behind the earth 
at night. What do we say the sun does then ? 
What do we call the place where the sun sets? 
What is the west? Stand with your faces toward 
where the sun is at noon, and stretch out your left 
hands. Which way do they point? Stretch out 
your right hands. Which way do they point ? Now 
the point directly before you is called south. Which 
way are you facing? And the point directly behind 
you is called north. Towards what point are your 
backs ? North, south, east, and west are called 
points of the compass, or cardinal points. Name the 
cardinal points. Point towards the north ; towards 
the east ; towards the south ; towards the west. If 
you were in a place where you had never been 
before, how would you find north ? 

TENTH WEEK. 

Slate Work. — " Add 5 and 2 and 3." Let the re- 
sult be treated and written as a single expression. 
Say nothing about " carrying for ten." Continue 
the same course for the present. 

"From 10 take 5." In performing this example 



54 SUGGESTIONS AND MODELS. 

treat the minuend as a single expression, making no 
distinction between tens and units. In the examples 
in subtraction given in this book there will be no 
necessity for the reduction frequently, but improp- 
erly, called "borrowing ten." Consequently no at- 
tempt should be made to explain it, and no allusion 
need be made to it. 

SIXTEENTH WEEK. 
LESSON 3. 

This lesson should be given, just before noon on a 
clear day, as near as practicable to the winter solstice. 
If the schoolroom has a southerly window, call atten- 
tion to the slant of the sunshine through it, and to 
the position and size of the illuminated space on the 
floor. Mark the edge of the sunshine which is most 
distant from the w^indow by reference to some fixed 
object, as a desk, post, or stove, or by driving a nail 
into the floor. The mark should be a permanent 
one so that it can be seen and referred t6 at any time 
in the course of the year. If you have no window 
into which the sun shines at noon, take the pupils 
out of doors, or at least let them look out, and ob- 
serve the shadow of the schoolhouse, marking its 
length by some permanent mark which can be recog- 
nized without difficulty. Now lead to the observa- 
tion and inference that the slant of the sunshine and 
the length of the shadows are due to the low place 
of the sun in the sky. 

Ascertain if the pupils can tell at what points on 



SUGGESTIONS AND MODELS. 55 

the horizon the sun rises and sets at this time of the 
year. If they cannot, suspend the lesson, and ask 
them to observe and to report the next day. When 
they are able to tell, compare these points with those 
at which the sun rises and sets at the equinox. (See 
" Suggestions and Models " for Third Week.) Notice 
that the sun rises and sets far toward the south, and 
climbs but a little way up in the sky at noon, thus 
making a comparatively short journey above the 
horizon. 

Now compare the days at this time of the year 
with those in summer, with reference to the length 
of daylight before and after school. Finally give 
the term " solstice," and its derivation, meaning, and 
application. 

SEVENTEENTH WEEK. 
LESSON 4. 

The essential difference between '' long division " 
and " short division " is not that the divisor is larger 
in one than in the other, but that in the former the 
work is completely written out, and in the latter only 
in part. With equal divisors the abbreviated pro- 
cess involves greater mental effort ; for it requires the 
retention in the mind of the results of the successive 
steps, which in the complete form are indicated by 
figures as soon as reached. Hence the complete 
form should first be taught ; and, when pupils have 
become familiar with this, they should be shown how 
it can be abbreviated conveniently with small divi- 
sors. The error of teaching the abbreviated before 



■56 SUGGESTIONS AND MODELS. 

the complete form has doubtless arisen from a misap- 
prehension of the essential difference between the 
two mentioned above. It would seem to be a sound 
principle in teaching, and in accordance with the 
laws of mental development, to teach complete forms 
first, that the successive steps in the reasoning pro- 
cess may be clearly understood and easily taken ; and 
afterward abbreviated forms, for the sake of conven- 
ience and economy. 

TWENTY-FIRST WEEK. 

LESSON 2. 

[For admirable examples of scientific yet simple 

lessons on lines, angles, plane figures, and solids, see 

" First Lessons in Geometry," by Rev. Thomas Hill, 

D.D.] 

The things to be learned about lines are grouped 
in a compact and convenient form in the following 
synopsis : — 

LINES. 

1. Definition. 

2. Kinds : a, straight ; 5, broken ; c, curved. 

3. Relation : a, parallel ; 5, inclined ; c, perpendic- 
ular. 

4. Position: a, horizontal; 5, vertical; c, oblique. 
Do not at present attempt to teach the definition 

of a line. The idea of " length without breadth or 
thickness " is too abstract for the apprehension of 
children. 

Draw on the board a straight, a broken, and a 



SUGGESTIONS AND MODELS. 57 

curved line. By questions, and not by telling, lead 
the pupils to compare them with reference to kind or 
character. Place the tip of a pointer on one end of 
the straight line and move it along the line to the 
other end. Compare the direction in which it moves 
while passing over any one part of the line with that 
in which it moves while passing over any other part 
of the line. For how much of its length has this 
line the same direction? 

Statement. — A line which has the same direction 
through its whole length is a straight line. 

Definition. — A straight line is one whose direc- 
tion is the same throughout. 

Trace the broken line with a pointer. Note that 
the pointer travels in one direction for a while, and 
then, without being taken from the board, turns, and 
moves in a different direction ; and so on. So this 
line is made up or formed of different straight lines 
joined at their ends. 

Statement. — A line formed of different straight 
lines is a broken line. 

Definition. — A broken line is a line formed of dif- 
ferent straight lines. 

By a similar process lead the pupils to see that the 
other line on the board changes its direction con- 
stantly. 

Statement. — A line whose direction is constantly 
changing is a curved line. 

Definition. — A curved line is one whose direction 
is constantly changing. 



58 SUGGESTIONS AND MODELS. 

Draw several lines of different kinds and in vari- 
ous positions, and require the pupils to name them. 

Then let them draw different kinds of lines from 
dictation. 

It might add to the interest and so to the effective- 
ness of this lesson to draw the lines on the floor or 
on the ground, and let the pupils walk on them, 
noticing how, in walking along one line or another, 
thej did or did not change their direction. 

LESSON 4. 

The suggestions for the preceding lesson, in which 
lines were compared in reference to character, will 
indicate the methods to be pursued in this, in which 
lines are to be compared in reference to direction. 

Lines which have the same direction are parallel. 

Lines which have not the same direction are in- 
clined to each other. 

When one line meets another in such a way as to 
make the difference in direction on one side equal 
to that on the other, the two lines are perpendicular to 
each other. 

Definitions. — Parallel lines are lines which have 
the same direction. 

Inclined lines are lines which have not the same 
direction. 

Perpendicular lines are lines which differ in direc- 
tion as much on one side as on the other. , 



SUGGESTIONS AND MODELS. 59 

TWENTY-SECOND WEEK. 
LESSON 2. 

Apparatus. — A vessel of water with a large sur- 
face and a plumb-line, which can be made by suspend- 
ing some heavy body at the end of a string. 

Deflnitions. — A horizontal line is a line parallel 
to the ■ surface of still water. 

A vertical line is one which is perpendicular to the 
surface of still water. 

An oblique line is one which is neither horizontal 
nor vertical. 

Cautions. — Do not allow " straight " or " straight 
up and down " to be used instead of vertical. Do 
not use "perpendicular" as synonymous with verti- 
cal. 

Try to have it clearly understood and vividly ap- 
prehended that " an angle is the difference in direc- 
tion of two lines." Consequently the size of an 
angle depends, not on the length of the lines by 
which it is formed, but on the difference of their 
directions. 

TWENTY-FIFTH WEEK. 
LESSON 3. 

The high rank which hearing holds among the 
senses indicates that special attention should be 
given to its culture. Notwithstanding this, how- 
ever, the cultivation of this sense is almost entirely 
neglected. To hear well enough to enable one to 
distinguish articulate words, and so catch the mean- 
ing of spoken language, seems to be considered suffi- 



60 SUGGESTIONS AND MODELS. 

cient for all the purposes of life. But, from noises 
and inarticulate sounds, one whose hearing has been 
properly cultivated will gain much important, prac- 
tical information, and derive pure and refining pleas- 
ure. Unpleasant and harsh tones in conversation, 
and inability to sing or to understand or enjoy music, 
result, in a majority of cases, from the lack of a well- 
trained ear, rather than from defects in the vocal 
organs, or from natural inaptitude. 

Accustom pupils to listen to the sounds produced 
by blows on different substances ; by carriages, bells, 
and musical instruments ; by winds, waters, and thun- 
der ; by insects, birds, and other animals ; and espe- 
cially to their own voices in conversation, reading, or 
singing. Lead them to compare, different sounds, to 
classify them as pleasing or disagreeable, and to draw 
inferences from them as to distance and direction ; 
the state of the atmosphere ; the material or animal 
by which the sound is produced ; and the feelings 
indicated by different tones of voice. 

Show by examples the difference between a noise 
and a musical sound. 

By experiment show that mere noise is produced 
by a single blow, or b}^ a series of irregular or infre- 
quent blows, given to the air by the vibration of some 
solid ; and musical sound, by a regular and rapid suc- 
cession of blows, or by a rapid and regular succes- 
sion of puffs, causing the air to vibrate. 



SUGGESTIONS AND MODELS. 61 

THIRTY-SECOND WEEK. 
SLATE WORK. 

Such expressions as " carrying for ten," and " carry 
the tens to the column of tens," should be avoided. 
They are misleading. There is no " carrying," or 
transference, involved in the processes to Avhich such 
expressions are sometimes applied. The pupils are 
already familiar with examples in which two figures 
are required to express the sum of the numbers 
written in a single column. Consequently, they 
should readily perform the first four examples given 
this week. They will add 6 and 8, and write the 
result, 14, without difficulty. If now in the next 
example, " add 16 and 8," they add the 8 to the 6 
which is written directl}^ above it, and write the re- 
sult, 14, properly, they will see that the 1 in 14 
stands directly below the 1 in 16. They can also see 
that they have used only 6 of the 16, and that the 10 
of the 16 and the 10 of the partial sum 14, repre- 
sented by the two I's in the second column, should 
be added, giving 2 to be written instead of 1 in the 
result. Having learned this, they will be easily 
taught to add to the second column the tens found 
in the sum of the first column without writing the 
figure which expresses them. 

The above suggestions are made on the supposition 
that the pupils know only so much of Notation and 
Numeration as may enable them to read " by rote " 
numbers less than one million. But before this time 
they may well have learned something of the theory 



62 SUGGESTIONS AND MODELS. 

of Notation, and the names of six or more places. If 
this should be the case, the explanation of the pro- 
cesses involved in such examples as those given this 
week will be much more readily apprehended. 

THIRTY-THIRD WEEK. 
LESSON 2. 

The following model lessons on measuring and the 
measures of the decimal metric system are taken, 
with slight alterations, from the '' Metric Manual 
for Schools," published by the American Metric Bu- 
reau : — 

Apparatus. — Some straight sticks, not graduated, 
cut off square at the ends, and twenty, thirty, or fifty 
centimeters (eight to twenty inches) long, and some 
pieces of inelastic cord two or three meters (six to 
ten feet) long. 

Method. — Holding before the pupils a stick of 
suitable length, proceed substantially as follows : 
You may look at this stick which I hold in my hand, 
and tell me something about it. Is it just as long as 
my desk ? Is it longer or shorter than the desk ? Is 
it longer or shorter than one of your desks ? Than 
your slate ? Than your Readei ? Than this pencil ? 
Than the pointer? Than the blackboard? Than 
the width of the window? 

Now watch me closely, and see just what I do. 
You see that I put the stick on the edge of the desk, 
so that one end of it shall come just exactly even 
with the end. Then I put my pencil close to the 



SUGGESTIONS AND MODELS. 63 

other end of the stick, and keep it in the same place 
while I move the stick along. I will do this as many 
times as I can before I come to the other end of the 
desk ; and we will all count how many times I move 
the stick along. We call this measuring; and the 
stick which we have used is the measure. The desk 
is how many times as long as the stick? What have 
we been doing? What shall we call the stick we 
have used ? 

Here are some sticks of different lengths. Some 
of the scholars may each take one of these sticks, and 
measure the width of the desk, then of the doors, 
windows, etc. ; and, after they have done it, some 
others may take the sticks, and measure ; and so on, 
till we have all learned how to do it. 

We have been measuring with these sticks some 
things that were not very long. Now I would like 
to measure the length of the schoolroom. Do you 
think one of these sticks would be a good thing to 
do it with ? Should we have to move it along a great 
many times ? Then do you think it would be better 
to use a longer measure ? Well, we will use this 
string. James may hold one end of it just in the 
corner of the room on this side, and William may 
take the other end, and hold it on the wall, as far as 
it will reach toward me. Keep it straight, and hold 
one end just as high as the other. Now move it 
along exactly one length, and keep doing so till you 
have measured the whole side of the room. Then 
two others may take the string, and measure some- 
thing else. 



64 SUGGESTIONS AND MODELS. 

Now we have learned to measure the length of 
some things. Next week we will try to learn how to 
measure something else. 

THIRTY-FOURTH TATEEK. 
LESSON 2. 

Apparatus. — A cup or tumbler, some boxes, a 
basin or pitcher, some grain or dry sand, and some 
water. 

Method. — Name some things which we measured 
last week. With what did we measure them? 
What did we learn about them? If we wished to 
measure water or corn, could we do it with sticks 
and strings ? Why not ? What kind of measures 
must we use for such things ? There is some water 
in this pitcher. Do you know how much ? How can 
we find out how much there is ? With what shall 
we measure it? 

One of you may take this cup, and ascertain how 
much water there is in the pitcher ; and we will all 
count the cupfuls as they are taken out. Now 
another of you may measure the grain which is in 
this crayon-box. Use this pen-box as a measure, and 
we will all count as before. 

In our previous lessons we have learned to find 
out how long a thing is ; that is, to measure length. 
The sticks and strings which we used might be called 
measures of length. We have now learned to meas- 
ure any thing like water or grain to find out how 
much there is of it. We may call the cup and the 



SUGGESTIONS AND MODELS. 65 

pen-box which we used for that purpose measures of 
capacity. 

You may now try to find out what is the use of 
measuring, or why we need to measure ; and next 
week we will talk about it. 

THIRTY-FIFTH WEEK. 
LESSON 2. 

We have already learned how to measure some 
things. Now let us see if we can find out what use 
there is in measuring. 

If I wanted a piece of cloth just large enough to 
cover the top of my desk, would it be convenient to 
carry the desk to the store, and have the cloth cut 
to fit it there? Do you think it Avould be convenient 
for the merchant to bring his cloth here, and cut off 
a piece just large enough? Can you think of a more 
convenient way? Do you remember that we meas- 
ured the desk with this stick? How many times as 
long as the stick is the desk ? And the width of the 
desk is how many times the length of the stick? 
Then, if I should carry this stick to the store, could 
I measure off with it a piece of cloth just long 
enough and just wide enough to cover the desk? 
Would that be any easier than it would to carry the 
desk to the store, or bring the cloth here? 

Can you tell me how I could pick out at a store 
some curtains of just the right size for these win- 
dows ? How ? 

If you were going to feed a horse with grain, would 



66 SUGGESTIONS ANI> MODELS. 

it make any difference how much you gave him? 
How could you measure it so as to know when you 
were giving him just enough ? 

Can you name any other cases in which we might 
need to measure length, height, breadth, or capacity ? 

THIRTY-SIXTH WEEK. 
LESSON 2. 

Do you remember what you thought would be a 
convenient way to let a merchant know just how 
long and how wide a piece of cloth would be needed 
to cover this desk ? What was it ? But suppose I 
must have the cloth very soon, and so had to send 
to a distant city for it by telegraph : could I send the 
stick with which we measured the desk? What 
could I do then? Could I measure the desk with 
my hands? I will do it now; and you may count, 
and tell me how many hand-breadths long the desk 
is. How many is it ? Now, if I should telegraph 
for a piece of cloth just so many hand-breadths 
long, do you think it would be of exactly the right 
length? Why not? Are all people's hands of the 
same breadth. If the clerk who measured the cloth 
should have a hand wider or narrower than mine, 
would he make the cloth of the right length ? Is it 
necessary that the measures used by different people, 
and in different stores and shops and towns, should 
be of the same length ? Why ? 

If all the people in the country should agree to use 
a stick just as long as this (^showing a meter) in meas- 



SUGGESTIONS AND MODELS, 67 

uring lengths, and should call it a measure^ would 
they then understand each other ? 

If you knew that everybody called a stick as long 
as this " one measure," and 1 should tell you that 
my room at home was five measures long, could you 
find out, without seeing it, just how long it is? 

Do you think all people should use the same kind 
of measures ? Why ? 

THIRTY-SEVENTH WEEK. 
LESSON 2. 

Apparatus. — One " school meter " and several 
metric rules or tapes. It would be well for the 
teacher to be provided with several meters of differ- 
ent forms, and for each pupil to have a thirty-centi- 
meter desk-rule. 

Method. — Can you tell me to-day why the meas- 
ures which different people use should be of the 
same length ? What advantages would there be in 
having the same measures used by people of differ- 
ent countries? 

Now the people of a great many countries, and a 
great many people in this country, use a measure 
just as long as this one which I hold in my iiand 
(show the clear face^ for a measure of length, and 
they call it a meter. Meter means measure. A gas- 
meter is a machine for measuring gas; How many 
of you have ever seen one ? What is this ? (point- 
ing to the the7'mometer.} What is it for? Then a 
thermometer is an instrument for measuring heat. 



68 SUGGESTIONS AND MODELS. 

Now remember that meter means measure. Pro- 
nounce the word meter. Spell it in concert. Write 
it on your slates three times. 

For short distances we need a measure shorter 
than a meter. Notice how it is made. Do you see 
these differently colored divisions on this side of the 
meter? (^Show the face graduated to decimeters.') 
Count them. How many are there? Each one of 
these is a decimeter (des-i-meter^. Pronounce it. 
Spell it. How many decimeters in a meter? 

Sometimes we need a measure even shorter than a 
decimeter. Notice that on this side of the meter (^show 
the face graduated to centimeters) each decimeter is di- 
vided into parts. Count the parts of one decimeter. 
How many are there ? Each of these ten parts of a 
decimeter is a centimeter (^seii-tl-meter). Pronounce 
the word. Spell it in concert. How many centime- 
ters in a decimeter? How many decimeters in a 
meter ? 

THIRTY-EIGHTH WEEK. 
LESSON 2. 

Apparatus. — Liter, deciliter, and centiliter of tin ; 
liter and deciliter of wood ; and as many other meas- 
ures of capacity as can be procured readily. 

Method. — For measuring such things as meal, 
grain, and seed, and all liquids, — as water, milk, oil, 
or vinegar, — we may use a dish like this (^shoiirmg 
the tin liter'). It is called a liter (lee-ter). Pro- 
nounce the word. Spell it in concert. It is not ne- 
cessary to make it of the same shape as this, nor of 



SUGGESTIONS AND MODELS. 69 

the same material ; but it must hold just as much as 
this does. Here is a wooden liter. You see it has 
not the same shape as the one made of tin. One of 
you ma}^ come here and fill the tin liter with sand, 
and then pour the sand into the wooden one. You 
see that the one holds just as much as the other. 

If we wished to find out how much water a small 
bottle would hold, a liter would be too large to meas- 
ure it in. Then we might use a measure like this, 
and we call it a deciliter (^des-i-leeter). Pronounce 
the word. Spell it in concert. Now one of you 
may find how many deciliters of sand it will take to 
fill the liter. How many? How many decimeters 
are there in a meter? How many deciliters in a 

liter? 

THIRTY-NINTH WEEK. 

LESSON 2. 

See '* Suggestions " for the sixteeenth week. If 
frequently in the course of the year the attention of 
pupils is called at noon to the position of the sun, 
and the length of shadows, they will early gain valu- 
able knowledge, while forming still more valuable 
habits of observation. 

FORTIETH WEEK. 
LESSON 4. 

Dare to do right ! dare to be true I 
For you have a work no other can do ; 
Do it so bravely, so kindly, so well, 
Angels will hasten the story to tell. 



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